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💡 Taught Masters vs Research Masters:

There are many types of Master’s degrees, and most of these are Taught Masters . In the United Kingdom, such programmes are also called postgraduate taught or PGT for short. They typically require completing a set number of modules and a thesis (also called dissertation), plus sometimes work experience through a placement. The type of dissertation you will undertake will depend on the type of Master’s degree you are enrolled in, and might for example include your own small research project. Most postgraduate taught degrees have these elements of independent work and research to varying extents.

In contrast, a Research Master ’ s degree will focus on, you guessed it, research. In the UK, such programmes are also called postgraduate research or PGR (although this term may also refer to doctorate programmes). Rather than attending classes every semester and completing module assignments, you will need to focus on an independent research project – under supervision, of course. The course will still include a few taught modules, most often on research methodologies, but it will require you to work independently for most of the time.

Master’s degrees in the UK are usually one year full-time or two years part-time, but in other countries the duration may differ.

Remember: A final dissertation will be compulsory for all Master ’ s degrees. However, a dissertation for an MRes will typically be longer than that for an MA or MSc.

Typically, Research Masters will lead to an MRes degree. At some universities, however, you'll instead be awarded an MPhil (Master of Philosophy) or MLitt (Master of Letters). For more information, have a look at our detailed glossary.

🤔 Is a Research Master’s the same as a PhD?

No, a Research Master’s degree is not the same as a PhD. Although for both degrees you will need to complete a dissertation based on an independent research project, there are notable differences:

• The first difference is the duration : A Master’s degree will typically last one to two years, while a PhD usually takes up about three to five years. The research project you’ll undertake during a doctorate degree will therefore be longer and broader than one you would pursue in a Master’s degree.
• As a PhD student, you’re expected to publish research papers in journals before you are awarded your degree. MRes students might occasionally do that during or after their studies, but it’s rarely obligatory.
• As a PhD student, you’ll most often be expected to take on other duties , such as teaching.

If you wish to pursue doctoral research and a career in academia, a research Master’s degree could be a great option for you as it will allow you to get to grips with and gather valuable experience and training on independent research early on in your studies.

👀 Overview: What’s the difference?

There are a few differences between Taught Masters and Research Masters , and not all of them are obvious.

The table below outlines some of the main elements to consider when choosing which of the two degrees to pursue after your Bachelor’s degree:

Study in Europe: Find your Master ’ s degrees

🏛️ Which should you choose?

The choice between a taught Master’s and a research Master’s depends on a few factors.

• First of all, do you enjoy research more than coursework? Then an MRes may be more suitable – but remember that any Master’s degree, especially an MSc, will have a research component.
• Then, it’s crucial to understand how you like to work and study. Do you particularly enjoy working independently? Perhaps then you can consider an MRes. In a taught Master’s, you’ll have a more solid structure, timetables and regular deadlines to keep you on track, but these may not be as readily available during an MRes, so consider which environment you are more likely to thrive in.  
• Another important consideration is what you want to do after your Master’s degree. If you want to enter the labour market immediately, and you are not particularly interested in focusing on research training, then perhaps a taught Master’s degree is more suited.

💸 Is there a difference in fees between Taught and Research Masters?

No, normally, you won’t find a huge difference in tuition fees between taught and research Master’s degrees. Only in some instances, Postgraduate Research Masters tend to be cheaper.

📝 Can I do a PhD after taking a Taught Master’s Degree?

Yes, you can pursue a PhD after any type of Master’s course, provided that you have a degree in a relevant subject. All taught postgraduate degrees involve some independent work and research, especially for your dissertation, which will prepare you for further research should you choose to pursue a PhD.

Some taught Masters require more independent research work than others, particularly when it comes to the dissertation after completing the taught modules. Consult the curriculum or ask admissions staff to get a better idea of what to expect.

While a taught Master’s degree won’t prevent you from doing a PhD further down the line, it’s vital that you have a good idea of what requirements you will have to fulfil in order to be admitted to the PhD, and how you can best prepare.

If you already have a clear idea of what field you’d like to conduct your doctoral research in, you could take advantage of the joint Master’s – PhD programmes on offer at some universities.

These four-year programmes – also called “combined” or “integrated” degrees – offer the chance to complete a Master’s degree in the first year and to progress seamlessly to PhD research in the next three.

Looking for Masters in Europe? Have a look at these English-taught degrees 👀

Author: Claudia Civinini

Claudia has many years of experience as a reporter and writer on international education and student mobility. Originally from Italy, she holds a BA in Communication and Media Studies from the University of Genova; a Graduate Diploma in Education, Secondary Education and Teaching from the Australian Catholic University; and a joint MSc in Educational Neuroscience from UCL and Birkbeck, University of London. Claudia has previously worked as Chief Reporter for the English Language Gazette, as Senior Reporter for the PIE News (Professionals in International Education), and as Reporter for Tes.

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How Are Coursework And Dissertation Similar?

Published by Alvin Nicolas at April 9th, 2024 , Revised On April 23, 2024

The academic journey is a path paved with various challenges, and coursework and dissertations stand as two prominent milestones. While they may appear vastly different at first glance, a closer look reveals many similarities. Both coursework and dissertations play crucial roles in equipping students with the knowledge, skills, and critical thinking necessary for academic success. Let’s look into how coursework and dissertations are similar. 

Coursework & Dissertations: Building Blocks Of Knowledge

A well-structured dissertation rests upon a solid foundation of knowledge acquired through coursework. Coursework acts as a stepping stone, introducing students to core concepts, theories, and methodologies within a specific discipline. 

Through lectures, discussions, and smaller assignments, students develop a basic understanding of the field and its established research areas. This knowledge base serves as a springboard for the more in-depth research undertaken in a dissertation.

For instance, imagine a student pursuing a dissertation on the ethical implications of artificial intelligence (AI) . Their coursework in computer science and philosophy would have provided them with a grasp of AI functionalities and ethical frameworks.

This foundational knowledge becomes the launchpad for their dissertation research, allowing them to research deeper into specific ethical concerns surrounding AI development.

They Help Develop Research & Writing Skills

Both coursework and dissertations hone a student’s research and writing abilities, which are crucial tools for finishing academic studies. Coursework assignments, ranging from essays to research papers, equip students with the skills to:

Formulate Research Questions

Coursework often involves tasks that require students to identify and analyse problems within a specific field. This ability to frame research questions effectively translates directly to the dissertation stage.

Evaluate And Use Scholarly Sources

Coursework assignments typically necessitate the use of credible academic sources . Students learn how to find relevant research papers, critically evaluate their content, and integrate them into their writing. These skills form the bedrock for the extensive literature review required in a dissertation.

Develop A Sound Argument

Whether writing an essay or a dissertation chapter, students must build a clear and well-supported argument.

Coursework assignments provide opportunities to practice constructing arguments, presenting evidence, and drawing logical conclusions – all skills essential for crafting a compelling dissertation.

The experience gained from coursework allows students to approach their dissertations with a sharpened research arsenal. They become adept at navigating academic databases, critically analysing sources , and constructing a robust argument that contributes to their chosen field.

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Cultivating Critical Thinking & Analysis

Coursework and dissertations both encourage critical thinking and analysis, fostering an inquisitive intellectual spirit.  Through coursework assignments, students learn to:

Challenge Assumptions

Effective coursework often involves examining established ideas and perspectives. Students are encouraged to analyse arguments critically, identify potential biases , and form their own informed opinions.

This critical thinking skill becomes crucial in the dissertation stage, where students must critically evaluate existing research within their chosen field.

Analyse Evidence

Coursework assignments often involve interpreting data, weighing arguments, and drawing conclusions based on evidence. This ability to analyse evidence effectively paves the way for the rigorous research methodologies employed in dissertation writing.

Form Independent Judgements

Coursework discussions and assignments encourage students to engage with diverse viewpoints and develop their own well-reasoned arguments.

This ability to think independently and form independent judgments proves invaluable in dissertation research, where students must make original contributions to their field.

By cultivating these critical thinking skills, coursework prepares students for the independent research journey that forms the core of a dissertation.

Structure & Organisation

Both coursework assignments and dissertations adhere to established academic structures. This focus on organisation helps students develop clear communication skills and ensures the clarity and coherence of their work.

Logical Structure

Both coursework and dissertations follow a logical structure, typically starting with an introduction , progressing through well-developed body paragraphs, and concluding with a strong summary. This format ensures a clear flow of information and facilitates reader comprehension.

Proper Citation

Effective academic writing demands proper citation practices .  Coursework assignments provide students with opportunities to practice essential citation styles such as APA, Harvard , or MLA. These skills are crucial for accurately referencing sources in a dissertation and avoiding plagiarism.

By mastering these structural elements, students learn to present their ideas in a clear and organised manner – a valuable skill that carries over into professional writing and research pursuits.

Coursework and dissertations are not isolated entities; they represent different stages along the path to academic success. Coursework provides the foundation of knowledge and hone the research and writing skills that are essential for crafting a compelling dissertation. 

The skills and knowledge gained through coursework empower students to tackle the challenges of in-depth research and critical analysis demanded by a dissertation.

Conclusively, coursework and dissertations share a symbiotic relationship. Coursework equips students with the tools they need to complete their dissertations. 

Frequently Asked Questions

How are coursework and dissertation similar.

Coursework and dissertations are both academic tasks requiring independent research and critical analysis. Both involve structured writing, referencing, and adhering to academic standards. They contribute significantly to a student’s final grade, assessing their understanding of a subject and ability to synthesise information. Both demand rigorous attention to detail and academic integrity.

What is the difference between coursework research and dissertation?

Coursework research typically involves shorter, structured assignments focusing on specific topics within a course. Dissertations, however, are in-depth, independent research projects undertaken at the culmination of a degree program, requiring original research, critical analysis, and contribution to existing knowledge in the field, often spanning many months.

What are the similarities between dissertation and thesis?

Dissertations and theses share similarities as scholarly research projects. Both involve in-depth investigation, critical analysis, and contribution to existing knowledge in a field. They require rigorous research methodology, extensive literature review, and adherence to academic standards. Additionally, both culminate in a formal written document defending the author’s findings.

Is dissertation part of coursework?

Typically, a dissertation is not considered part of coursework. Coursework generally refers to the structured assignments, projects, and assessments completed during a course. A dissertation is a separate, extensive research project undertaken at the end of a degree program, often representing a significant portion of the program’s requirements.

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Scripting must be enabled to use this site., difference between postgraduate research and coursework, what is the difference between postgraduate coursework and postgraduate research programs.

There are a few key differences between postgraduate coursework and postgraduate research programs.

Postgraduate Coursework

Postgraduate coursework programs deliver content through a set unit program (similar to an undergraduate Bachelor degree), but at a more advanced level. Coursework will allow you to deepen your knowledge within a discipline, or to pursue a new or additional study area at an advanced level.

Postgraduate degrees which can be studied through coursework include Graduate Certificates , Graduate Diplomas and Masters degrees.

Postgraduate Research

Postgraduate research programs (also known as Higher Degree Research ) allow you to develop your knowledge and experience within your field by completing a major research project under the supervision of an academic .

Postgraduate research degrees which you can study include Masters by research or Doctorate ( PhD ) programs.

Additional Information

For a comprehensive list of courses available, please refer to the Prospective Student Catalogue , or for further information view our Postgraduate Study page.

For further information regarding postgraduate coursework programs, please contact the Future Students Team through the Contact Us tab, online Live Chat , phone to 1800 818 865, or via Facebook .

For further information regarding postgraduate research programs, please submit your enquiry to Higher Degree Research through the Contact Us tab, or phone (02) 6773 3715 for assistance.

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Coursework or research?

What's the difference between postgraduate degree coursework and higher degree research.

At UTS, you could pursue postgraduate studies by coursework or research.

Postgraduate Degree Coursework

Doing it by coursework means, you’ll attend classes, write assessments, sit for exams and work your way through a set of subjects – a structured program. You could potentially add a research project using your elective.

Programs offered through postgraduate coursework are:

Master of Quantitative Finance

Master of Science – offered in five majors and a no specific major.

Master of Science (Extension) – offered in five majors and a no specific major

Graduate Certificate in Science

Graduate Certificate in Mathematics

Higher Degree Research

Doing postgraduate study by research means, you’ll undertake supervised study and research, guided by an academic supervisor. You’ll work independently on your chosen project with the aim of producing, presenting and submitting a final thesis. The final thesis is your original research and investigation, backed by evidence.

Programs offered through higher degree research are:

Masters by Research  - Science

Masters by Research  - Mathematical Sciences

Doctor of Philosophy (PhD) - Science

Doctor of Philosophy (PhD) – Mathematical Sciences

So, what kind of projects can I undertake as my higher research degree?

You can undertake any project or discipline, as long as the Faculty and UTS has the expertise in the area, and the relevant supervisor agrees to supervise you.

We strongly encourage you to visit the Faculty’s research areas and use the Find a Supervisor  tool, to search a supervisor of your research interest.

Find a Supervisor

Once you've found a potential supervisor, it's important to make contact with them to discuss your research project proposal andmake sure they agree to supervise you.

Are you still confused on which research project to undertake?

You can hear from some of our  current and past research students’ experiences here . This may help you to decide what research project is right for you.

What if I change my mind, after...

I have started a postgraduate coursework program at UTS Science, but now I want to pursue a higher degree research?

You can transfer from your current UTS Science postgraduate coursework degree into the UTS  Master of Science (Honours) . You’ll need to line up a faculty academic to be your supervisor. Entry into the Master of Science (Honours) is through an internal course transfer via the UTS Master of Science or UTS Master of Science (Extension). There is no direct entry into the UTS Master of Science (Honours).

I have started one of the UTS Science postgraduate coursework masters, e.g. Master of Science or Master of Science (Extension),or the Master of Quantitative Finance, but I can no longer continue my studies?

You can exit your degree through the UTS Graduate Diploma in Science or the UTS Graduate Diploma in Quantitative Finance, which are dependent on the number of subjects you have completed.

Want more information?

Attend a science and maths postgraduate info session.

Download the Science and Maths Postgraduate Course Guide . For information on the application process, here’s a step by step guide on how to apply .

Want to talk to someone?

Contact our course directors:

Ken Rodgers Higher Degree Research Programs Director [email protected]

Bernadette Saunders Postgraduate Coursework Programs Director [email protected]

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What is the Difference Between Coursework and Research?

Why is this? Coursework is the units a student has to take in order to graduate from a college or university. It includes coursework in mathematics, English, humanities, and social science. In comparison, research is a single student’s project, or series of projects, which may take longer to complete, but does not necessarily contain coursework or reading.

Why is there such a difference? In large part, it is because of the different types of learning that take place in each. Coursework typically is a group activity, which is facilitated by a teacher, a professor, and other students in a classroom. In this type of learning, the focus is on obtaining knowledge for learning purposes. As such, it tends to produce more cognitive and communicative skills than doing much research, which tends to be more interest-based in nature.

However, the types of learning and teaching methods may differ depending on which type of course the teacher is using. In addition, some types of research are held outside of a classroom, although some professors still do hold courses in classrooms. Some types of coursework and research also require group participation, but not as much as doing independent studies. Because there are so many types of these activities, then, what is the difference between coursework and research can actually depend upon what type of activity is being undertaken.

One type of activity that is frequently considered what is the difference between coursework and research would be an essay. An essay, unlike a reading or a study, requires that the student compose and present an argument or a series of points that they will then support with evidence. Since most professors and classmates are usually involved in some way with the creation of the essay, students are encouraged to read and understand their assignments well before the start of the class. The process may entail the submission of essays to a thesis committee, the development of individual essays, or a combination of the two.

Another activity that is often what is the difference between coursework and research is the use of case studies. This is especially true for courses in the humanities, as most humanities courses tend to require a large amount of research in the form of anecdote, reflection, or personal anecdotes. Students may find themselves drawn to what is the difference between coursework and research because the latter involves the use of logic and evidence while the former often relies on more subjective and emotional factors. For instance, students may be required to draw a picture of their professor. In this case, what is the difference between coursework and research is that the assignment is for students to use this picture to further examine their instructor’s arguments or to argue a point of view on their own.

Of course, what is the difference between coursework and research is also determined by what is the difference between coursework and student projects. Most college students are required to read a variety of books and complete coursework in order to gain a specific degree. For some, this may seem like too much work but for others, it is simply the method that were used by their professors. With a project based course, students are required to do their coursework alone, submit their assignments to their professors, and do research related to their assignment. While this certainly isn’t as time consuming as a traditional class course, it still requires students to take the time to think and explore. Students also must often spend time in the library or elsewhere doing research in order to learn what is the difference between coursework and research.

Finally, what is the difference between coursework and research is also determined by what is the difference between what students are required to do and what they are given to do. Most students are required to read a variety of texts, complete a series of essays, write a paper, participate in a debate or group project, and read a final exam. What is the difference between coursework and research is that while students are expected to do all of these things, they are also often given a limited number of hours to do so. In many cases, students are only allowed to do the research on their own time.

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• Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a  problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Table of contents

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

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Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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What is Coursework

First of all, you need to understand what is coursework and how to write it. When one is writing a coursework, they have to do profound research that will reveal their knowledge base. A coursework may consist of design studies, field work, projects, long essays, and other kinds of work. Depending on the particular course, it can be performed in a number of ways. You need to write a coursework not only to show what you know about a particular subject and enlarge your knowledge base but also to prepare yourself to deal with the work you will need to perform in the future.

The Oxford Dictionary defines coursework as the type of practical or written work performed by a student and assessed by their professor. Hopefully, it makes the coursework meaning clearer for you.

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Why coursework is necessary and who assigns it.

Now when you know what is coursework, you also have to understand why it is needed. Usually, a student's mentor or teacher assigns coursework as it is a part of the course structure. Writing a coursework is important since it helps the student reflect on what they have learned from the given course. Realizing the coursework meaning, one can understand the material better and see how their knowledge can be applied in various situations. This type of work also reveals the student's way of thinking and helps them learn how to express their thoughts. Coursework has an utterly diverse nature. A student's instructor can ask them to perform it in a written way and work on an essay, term paper, or thesis (this form of coursework is the most widespread). A coursework can also be done in a more creative way; for example, a student may be asked to create a sculpture. At times, taking a test is preferred by the instructor. In some cases, several types of coursework can be combined into one. Choosing a specific type or a combination of types depends on the course. Whatever the kind of coursework is, it always requires being evaluated. The student's mark will be based on their understanding of the topic, creativity, as well as on the innovative aspect of their work.

How to Perform the Most Important Types of Coursework?

Even understanding the coursework meaning, students have mixed feelings on it. Some of them like to do research, learn new information, and write about the results, while for others, it seems to be an unnecessary task, or even a burden. Whichever opinion is true for you, being a student, you will still have to write a coursework at some point. For this reason, you need to know how to do it successfully. Below you see the list of rules and guidelines that will make this task easier for you.

Read these steps carefully and make sure you follow them as they will help you get started.

Coursework that requires writing:

• Carry out superficial research on the topic of your coursework.
• Settle on your topic.
• Work on the structure of your coursework.
• Make a summary or an abstract and confirm it with your instructor.
• Conduct profound research to find all the information you need.
• While writing, keep on researching the topic more.
• When you are done, check your coursework for plagiarism.
• Make a reference list.

To make sure that your coursework features a good content that is clear and easy-to-understand for your reader, work on the structure of your work. Check out if you maintain its consistency, use relevant information, complete your topic, and make it look concise.<

Coursework that requires to create a model, sculpture, or artwork:

• Find a design or concept you like.
• See how it can be applied to the area of your study.
• Think about what you want to create and decide on the scale of this object.
• Decide what kind of materials you need to finalize your work.
• Find everything you need for creating your artwork.
• Make sure that you have a mental image of the result and make a rough sketch of it.
• Begin working!

Key points you should consider:

• Originality - You need to be sure that your topic or idea is original. It is an extremely important point you have to keep in mind from the very beginning of your work. Numerous researches are being done by numerous people, so you have to make yours stand out.
• Need - Your coursework should be able to answer certain questions or find solutions. For that, it has to identify the key problems and help the reader understand them clearly.
• Uniqueness - Both your topic and your content have to be unique. Make sure to avoid plagiarism and never copy information from other sources. Conduct surveys or prepare questionnaires to add originality to the content of your coursework.
• Your input - This aspect is very important. When working on your coursework, you need to reflect on your topic a lot and understand how you can apply it. If you do it, the purpose of writing a coursework is served. For this reason, do your best to make as much input in your work as possible.
• Outcomes & future applications - Even if you have worked hard and put a lot of effort into writing your coursework, it can turn out to be a failure in case you do not show useful outcomes. Therefore, you need to provide a well-made analysis of the information you used. Make a well-structured conclusion for your topic and talk about the way it can be researched further.

If you keep all these points in mind and follow the guidelines, you will certainly write a good coursework.

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Anthropology students present their research in poetry, plays and op-eds in this course

Professor of Anthropology, University of California, Irvine

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Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

Title of course:

Multimodal Anthropology

What prompted the idea for the course?

“Multimodal” simply means using more than academic written text to present research findings.

My first multimodal science project was a third grade project on humpback whales, which was inspired by a vinyl LP recording of their “songs” that National Geographic mailed out to subscribers.

In addition to my written report, I included the whale recording and photographs from National Geographic. I then added a popular piece of material culture by tying the project together with white shoelaces dotted with tiny blue whales.

As an anthropologist today, I use fiction, plays, poetry, sound and film – among other media – to present my findings. To other academics, I’ve often had to defend my methods. But students tell me they love it and want to do the same.

What does the course explore?

We explore nontraditional ways to present research and discuss why a particular form may or may not work for a particular subject. For example, a student could use the sound of bombs for a research presentation about war, rather than showing violent images, which can demean victims . For a presentation about Iranian underground theater, a fictional story about clandestine rehearsals and relationships , rather than an academic book, could be used to protect subjects’ privacy.

Students learn basic ethnographic research methods, including fly-on-the-wall observation and interviewing. We go out on exploratory research trips around campus to observe, take notes and ask questions. When they choose the topic of their final research projects, they take whatever data they gathered in a given week and present it in different formats, including film, poetry and op-eds.

Why is this course relevant now?

Practicing multimodal anthropology helps students explore their own strengths and grow their confidence. Not everyone writes well, but some are gifted photographers. Educators have lost the interest of talented students by consistently demanding that research always be presented in term papers.

It also makes the material more accessible to a larger and more diverse audience. Take sound – or even audiobooks – for example. The sound of humpback whales or melting glaciers allows people to experience a place that most cannot actually visit. Audiobooks or spoken-word projects allow readers with vision impairments and reading disabilities to access the research.

What’s a critical lesson from the course?

There is never just one way to do anything. Students will be successful and can facilitate change in the world by playing to their strengths and by collaborating rather than competing with their peers. They are not their test scores or final grades, but rather a product of the experiences they have with their projects and each other along the way.

What materials does the course feature?

I use my own work to explain the process of multimodal anthropology – how and why I did what I did and whether it was successful. I also bring in other guest lecturers, including multimedia artist Kurosh ValaNejad , who put the history of the American-led coup d’etat in Iran in 1953 into a video game .

I am currently developing my own multimodal curriculum in the form of a murder mystery series in which each book explores a different way to present research. My first book, “ Death in a Nutshell: An Anthropology Whodunnit ,” explores visual anthropology – the study of images in culture and the use of images to present culture – and dyslexia.

What will the course prepare students to do?

The course prepares students to practice and learn about multiple research methods. Even if they never write another poem again, studying poetry as an anthropologist sharpens their descriptive abilities. It also leads to useful discussions, like whether poetry, as Plato claims , is too beautiful, alluring and potentially deceptive to be used in what people like to think of as an objective science.

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干货 | 三分钟，带你分清授课型硕士和研究型硕士的区别

申请英国或者香港的小白在搜索专业的时候，总是会碰到 taught master、research master 或者 Msc/MA、MRes、MPhil 这样的字眼。例如小助手就收到过某某同学的录取邮件：

有同学去Google了一遍，才知道 taught、Msc、MA这类 是授课型硕士，而research、Mres、MPhil则属于研究型硕士。不过有同学当时就懵X了，这两种硕士究竟有什么区别呢？我该读授课型硕士还是研究型硕士呢？

基于这样的疑问，小助手今天来为大家科普一下！

授课型硕士课程 ，顾名思义，以授课为主的学习方式，通过学生对课程的学习，完成学科作业和考试完成学位。但授课型硕士不单单要学习课堂知识，而授课为主的方式是指通过讨论会、讲义、考试等获得学分，最后通过提交小论文或参加毕业考试获取硕士学位。

授课型硕士通常为 MSc、MA、MEng、MBA等学位。

研究型硕士 的培养是针对某项课题进行专门的研究， 一般是工科和理科才会开设，课程是集教学和研究为一体的，课程内容以项目研究为主，同时也有授课模块，研究和授课的比例大概是3:1。如果学生想在所选专业方向进行深入研究或打算进入博士阶段的学习，选择研究类硕士是最佳选择。

研究型硕士通常为MRes和MPhil学位。

这里解释一下 MRes和MPhil，以英国为例：

研究硕士，学制一年。如果学生对于某一个专业方向比较感兴趣，想做这方面的研究可以申请该硕士学位课程。

哲学硕士，学制为1~2年，相等当于学生读博前的准备课程，帮助学生补充专业相关的知识，提升研究技能，作为学生以后的博士研究的基础。如果顺利读完MPhil的学生可以直接跳入PhD的最后一年。

本科学士学位，不同专业不同学校均分要求也不同，一般来说， 授课型对成绩和专业相关度比较看中，有时需要工作经验做背景。

需达到雅思6.5分或以上的成绩(不同专业不同学校要求不同)，未达到语言成绩标准的学生需先申请语言课程学习。

本科学士学位，并且 在自己的研究方向上有丰富的研究经验 。 研究型硕士在申请之前需要联系所申请学科的导师，需要提交计划书和推荐信等等.

英国及香港的授课型硕士学制一般为1年，极少数为1.5年的，培养模式和本科相似，完成各种作业以及各种考试等；

英国研究性硕士学制，MRes学习时间一般是1年，MPhil 最短的学习时间是1年，但实际上多数学生都在一入学时就注册了2年的时间 ；而香港的研究型硕士（主要是指MPhil）学制通常为2年。就读研究型硕士期间除了上课外，需要发表论文，项目实验等等；

授课型硕士： 相对而言，申请授课型硕士则比较容易，但若是一些热门课程，入学难度也是很高的。

研究型硕士： 由于财政资助和学额的关系，申请研究型硕士的难度比申请入读授课型硕士的难度要大很多。以香港为例，申请研究式课程的难度，难度不亚于美国TOP50博士。

一般来说， 授课型硕士大多会选择去企业工作，而研究型的硕士一般还会继续攻读博士或者去研究机构。

对于以找工作为导向的学生来说，授课型硕士足以满足要求。两者在就业方面的并没有很大差距，研究型硕士读完又继续读博的除外。

选择授课型还是研究型？

如果学生 打算硕士毕业后就去就业的话 ，小助手建议 选择授课类硕士 ，因为授课类的硕士培养的学生的研究、团队合作、公开演讲、调研的能力，这些更符合就业的需要。

如果你 希望尽快拿到学位 ，请 选择授课型硕士 ，因为它学制较短（英港通常为1年），花费也相对较少。

如果本科生所学专业不是自己感兴趣的，或研究生想继续学习非本科专业但又是相关方向的，建议选择 授课型硕士 ，因为很多学校开设的授课型专业都 接受 转专业 的学生。

如果学生计划 继续申请PhD ，但是又尚未达到申请要求或日后计划 从事研究方面的工作 的话，那么 研究型硕士 更为适合你。

如果你是超级学霸 ， 自主学习能力较强，想深入 探讨某个领域 ， 天生 乐于研究 ，学术背景优秀，也是可以 考虑研究型硕士 。

1.只有英国香港的硕士才有研究型与授课型的区分！

错！ 实际上有 很多国家，譬如澳洲、新加坡、加拿大也会有这种学位区分。以澳洲为例：澳洲以Coursework和Research来区分学位，Coursework即授课型， Research 则为研究型。加拿大的学校也有类似这种区分，但有些学校会在项目列表中明确列出，有些学校则不会，只能通过课程设置进行判断。至于美国，虽然有些课程有Thesis Track 和Non-thesis Track之分，但这和我们所讨论的“研究型”“授课型”是有所区别的，可以说，美国的硕士都是“授课型”。

2. 授课型硕士认可程度较低，甚至不受国内认可！

这完全是谣言！ 授课型课程与研究型课程的区别在于“个人研究在课程中所占的比重”，这和课程的认可度并没有必然的关系。研究型课程要求学生做研究，因此该学生会在其Research Topic的相关领域上学得更加“精”，也有相对更出色的研究经历和能力；而授课型的学生，得益于其课程设置，能上不同的课，知识面会更“广”，也更容易获得直接的职业技能。两类型课程的学生，各有各的优势。

举个栗子，小助手身边的同学们出去英国香港读完授课型硕士后回到国内就业，进入华为、腾讯、平安、四大等名企担任中高级岗位的不在少数。

3.授课型不用“研究”，研究型不用“被授课”！

不一定！ 在taught课程中，也是有研究的成分的。例如很多社科专业，也有研究方法、数据处理&分析、毕业论文等课；在上课之余，学生也会被要求去做研究写论文作为课程的考核。 而在研究型课程中，学生也需要参与lectures/seminars的，只是，他们的上课时间与埋头于Personal Research的时间相比，简直是小意思！

4.我想以后申请Phd，我是不是一定要先读研究型？

未必！ 授课型也是可以继续申请读博的！有些学校的情况是，你在该校就读授课型硕士，以后申请就读博士的几率会相对较高。

综上所述，这就是英国香港大学中授课型硕士和研究型硕士的区别了！如果你对这两者的区别还有什么疑问，欢迎咨询小助手哦~笔芯！

- 添加OfferU小助手 -

跟着你走留学路上的每一步

长按 熊熊手上的报纸，和我做朋友 吧~

想成功get offer？戳戳【阅读原文】，专业老师为你做一个免费留学评估 返回搜狐，查看更多

Clinical Drug Development

Learning about the process of clinical drug development has important implications for anyone working in health care and related sectors.

Associated Schools

Harvard Medical School

What you'll learn.

Learn some of the key epidemiological considerations that need to be taken into account when designing and conducting a clinical trial

Understand how a clinical trial is designed, carried out, interpreted, and presented

Learn about the process of drug review and the regulatory steps that are taken to move a drug from clinical drug development to the drug market for use in patients

Course description

Clinical drug development has evolved dramatically over time and the field continues to advance today. The methodology of clinical trials has evolved with new techniques being introduced. The design and statistical aspects have become more sophisticated in parallel with the increased use of technology and the introduction of new drug modalities. The rigor and discipline of this process means that people can trust that the medicines they take are likely to be safe and effective and that beneficial treatments can make their way through the process in a safe and timely manner.

Learning about the process of clinical drug development has important implications for anyone working in health care and related sectors. This advanced course offers a unique way for professionals to learn from leading Harvard Medical School faculty about how drugs are developed clinically and about the advances happening in this field that are ultimately helping to improve the treatment and prevention of disease.

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Explore recent advances in gene therapy and learn about the implications for patient care..

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Foundations of Clinical Research

This Harvard Medical School six-month, application-based certificate program provides the essential skill sets and fundamental knowledge required to begin or expand your clinical research career.

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Love for cats lures students into this course, which uses feline research to teach science

The Conversation

Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

Title of course:

“The Science of Cats”

What prompted the idea for the course?

I’m an evolutionary biologist who has spent my career studying the evolution of small lizards in the Caribbean. I’m also a lifelong cat lover, but it never occurred to me to do anything scientific with house cats. They’re hard to study – ever tried to follow your cat around to see what they’re doing? And in contrast to amply studied lions, tigers and other wild felines, I was under the impression that there wasn’t any interesting research being conducted on the domestic representative of the cat clan, Felis catus .

Twelve years ago, I learned that I was completely wrong. Thanks to John Bradshaw’s book “ Cat Sense ” and the BBC’s “ The Secret Life of the Cat ,” I discovered that ailurologists were using the same cutting-edge methods – GPS tracking, genome sequencing, isotopic analysis – to study domestic cats that I use to study lizards and other researchers use with all manner of other creatures.

Thus was born my class on the science of cats. I’d lure students in with their love of felines and then, when they weren’t looking, I’d teach them how scientists study biodiversity – ecology, evolution, genetics and behavior.

What does the course explore?

In essence, the course is about the past, present and future of cats: where they came from, why they do what they do, what the future may hold. And, critically, how we know what we know – that is, how scientists address these sorts of questions.

The course concludes with students writing an original paper or making a mini-documentary. These projects have spanned a vast range of topics in biology and beyond, such as the impact of cats on bird populations, sexism and the crazy cat lady trope, the health effects pro and con of living with felines, the role of hybridization as a creative or constraining force in evolution, the top-down role of larger predators like coyotes and dingoes in controlling cat numbers, and the prospects for new genetic technologies to create allergen-free cats or to curb free-roaming cat populations.

Unexpectedly, the students weren’t the only ones who ended up writing about cats: The class and its themes inspired me to write my own book, “ The Cat’s Meow: How Cats Evolved from the Savanna to Your Sofa .”

Cats’ fur patterns can illustrate a genetics lesson. Sabina Ja/500px via Getty Images

Why is this course relevant now?

Society needs more biodiversity scientists to understand our rapidly changing world. Cats pose scientific questions of broad interest, and they may serve as a gateway introduction to the world of biological research.

What’s a critical lesson from the course?

Important research on the natural world does not require traveling to remote corners of the world. Research on common animals in local surroundings – even household pets – can make important advances in basic and applied knowledge.

What materials does the course feature?

In addition to reading research papers, we took field trips that were both eye-opening and fun. We went out at the crack of dawn to join a homeless-cat advocate feeding unowned felines in a rundown part of town. We also learned about cats in ancient times from an Egyptologist, traveled to a cat show to marvel at the diversity of cat breeds, observed wild felines at the Saint Louis Zoo and examined cats in art at university museums.

What will the course prepare students to do?

Jonathan Losos , William H. Danforth Distinguished University Professor, Arts & Sciences at Washington University in St. Louis

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Stories Chosen For You

Do you think vice president kamala harris should be the next president, protests have hundreds of democratic national convention delegates stuck in buses.

CHICAGO — The Democratic National Convention kicked off Monday afternoon to rows and rows of empty seats — at least in part caused by pro-Palestine protests that stranded some delegates attempting to travel from downtown Chicago to the United Center, several miles away.

Pro-Palestine protesters, some of whom attempted to break through security barriers ringing the United Center, clashed with law enforcement officers in the hour before the convention was scheduled to begin.

At least 20 buses filled with members of Democratic National Convention state delegations stopped about a half mile short of the United Center and idled.

"Officer Boyer" with the Kankakee Police Department told a Raw Story reporter, who was traveling with the delegates, that the delegate buses were delayed due to a “barricade."

“They said buses can’t come back yet until they get that under control,” said Boyer, who was providing security on a bus for delegates and declined to give his first name.

Boyer told about 10 delegates on one bus, some from Minnesota and Michigan, that they were “free to go” if they wanted to start walking instead of waiting — but that they couldn’t get back on the bus once they got off.

Three Texas delegates wearing “Ceasefire Delegate” buttons said they got caught up in the "tail end" of the traffic jam. The delegates, who declined to be named, said they weren’t aware of the protestors rushing security barricades.

“We’ve just been shuttling around, enjoying the energy, here, but now I am hungry I will say,” one female delegate said.

Some delegates began to bail out and formed a long line walking toward the United Center — although at least one person in a wheelchair, along with others, stayed put.

Mariyana Spyropoulos, an Illinois delegate and commissioner for the Metropolitan Water Reclamation District of Greater Chicago, decided to walk down Jackson Boulevard toward the United Center instead of waiting on a bus.

She didn't want to miss any more speakers — Secretary of State Hilary Clinton, Rep. Alexandria Ocasio-Cortez (D-NY) and President Joe Biden are scheduled to talk tonight — than necessary.

“Who knows how long this will take?” she said. “I know there’s some protesting going on but they didn’t say anything specifically about it, at least to us. I thought gavel time was 5:15 or so, so we’re cutting it close.”

She said she wasn’t concerned about getting into the United Center — eventually.

“Security’s important, and they’re doing their thing. I appreciate that," she said. "We want to make sure everyone is safe and that people are entitled to protest because they have that right as well.”

The Democratic National Convention was scheduled to kick off at 6:15 p.m. ET.

But a delay ensued. Democratic National Committee Chairman Jaime Harrison and Democratic National Convention Chairwoman Minyon Moore did not take the stage until 6:33 p.m. ET, and after brief remarks, did not officially gavel the convention in until 6:38 p.m. ET.

Hundreds of delegate seats, including many reserved for the delegations of Alabama, Washington and Hawaii, remained empty well into the 7 p.m. ET hour.

Americans should be 'deadly afraid' Trump will use military for political whims: expert

A retired major general sounded the alarm Monday on MSNBC during a discussion on what protections could prevent former President Donald Trump from using the military as his personal enforcement mechanism.

A New York Times investigative report sorted through Trump's history of seeking to use the military for his political whims. With a possible second Trump term looming, a larger question is being asked about what protections are in place that prevent Trump from using his second term in office to use the National Guard as a police force.

MSNBC host Nicolle Wallace read part of the report Monday, noting that it wasn't the law that kept Trump at bay — it was individuals in his administration like Gen. Mark Milley. She wondered what would stop Trump and aides like Stephen Miller from such actions in the future.

Read also: Trump's far-right army is threatening bloodshed — believe them

"No. 1, every single American should be absolutely deadly afraid of the potential of what he could do," said retired Major General for the National Guard Randy Manner.

If he has the power to select all the officers, which, Manner noted, the president "does have that authority," Trump could then "direct or order people to do things that are quite frankly not in acceptance with normal law at the federal and the state level."

"So, we all need to be extremely concerned about this," he said. "It will take strong-willed people standing behind the principles of law to keep this potential situation under control."

Wallace wondered what people would be there. Part of the conversation around Project 2025 is the Trump administration would be better staffed and prepared to enact the far-right policies that Trump was prevented from doing in his first administration.

Gen. Manner said that the Department of Defense would normally be there to stop such things, but Trump could simply fire the people in charge and keep firing them "until he gets someone to follow his orders." The Justice Department would be in the same boat with a Trump-appointed attorney general.

The only other option, he explained, is that Trump would attempt to send in the military and the state governors could respond.

"The laws are very clear about federal troops or troops on federal status coming into a state," he said. "That is not permitted. And that would raise considerable challenges between a national guard of a state where the governor said the federal troops would not come here or where the president otherwise directed. So it is an area that, fortunately, sane men have not ever tread."

He said that he hopes they never get there.

See the comments in the video below or at the link here .

'Not a bad idea': Donald Trump Jr. floats 'mandatory' sterilization for Democrats

Donald Trump Jr., son of former President Donald Trump, floated the idea of "mandatory" sterilizations for Democrats.

During a Monday podcast, the younger Trump noted that Planned Parenthood was operating a clinic near the Democratic National Convention that would provide vasectomies and abortion-related services.

"I mean, it's actually happening now at the DNC ," he said. "To be clear, I'm not entirely against vasectomies for these people, just so we're clear, okay?"

"But, you know, you look at some of the freak shows that you see at the DNC and say, I don't know, as a society, we could probably do with, you know, maybe less of it," he continued.

Trump then read a comment from a viewer: "Vasectomy for Dems should be mandatory."

ALSO READ: Donald Trump deep in debt while foreign money keeps coming: disclosure

"Listen, I'm not allowed to condone or deny that kind of policy, but like, definitely not a bad idea, okay?" the former president's son said. "Tongue in cheek, folks, because, you know, they'll try to cancel me."

"They'll say I'm a terrible person," he added. "We know the drill. But again, I'm not against it."

Watch the video from Triggered below or at this link.

Why Kamala Harris may get a big convention polling ‘bounce’

‘absolutely essential’: son of oath keeper stewart rhodes is all in for kamala harris, why trump won't win wisconsin.

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Carnegie Mellon University Africa

04-990   Engineering Research Project

Location: Africa Units: Variable Semester Offered: Fall, Spring

Course description

This course offers a research opportunity for students interested in pursuing a research or academic career or Ph.D. study. The research project is conducted under the supervision of a faculty research adviser who first approves it based on the student’s skills and mutual interest. The research   adviser and the student define and approve a study plan appropriate for the research.

The research will lead to the presentation and defense of a mini-thesis in front of a research committee that may lead to the publication of a scholarly paper or papers. The research committee consists of three members including the advisor, and may include one external member.

The student must complete 36 units of research over one or two semesters and may count 6 units of 04-701 Research Methods in Engineering toward the total. The variable units (12-36) allow the students to spread the research project over two semesters.

Course registration

A brief (no more than four pages) document should be submitted to the Director of Academics at least two weeks before the beginning of the project. Get more information about registration .

Student assessment

Students will be required to present and defend their research thesis in front of a research committee (public invited). The research committee consists of 3 members including the adviser, and may include one external member.

Prerequisites

Completion of two semesters of study. Students selecting this course cannot take 04-980 Engineering Independent Study .